The document discusses George Polya's four-step process for mathematical problem solving - understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. It provides examples of strategies teachers can use to help students with each step, such as paraphrasing problems, estimating solutions, using logical reasoning and Venn diagrams, and discussing different problem-solving approaches.

2. “Within the school system, teachers are the
most important factor contributing to
student achievement. Teachers who have
mastered effective approaches and strategies
in teaching mathematics can help increase
students’ mathematical knowledge and
improve math outcomes.”
-CORE (2021)

3. According to Polya (1957):
"One of the first and foremost
duties of the teacher is not to give his
students the impression that
mathematical problems have little
connection with each other, and no
connection at all with anything else....
The teacher should encourage the
students to imagine cases in which
they could utilize again the
procedure used, or apply the
result obtained"
George Polya,
1887-1985
The Father of Problem
Solving in Mathematics
Education

4. The Problem-Solving Process:
Students can learn to become better problem solvers.
solvers. Polya’s (1957) “How to Solve It” book presented
presented four phases or areas of problem-solving, which
which have become the framework often recommended
recommended for teaching and assessing problem-
solving skills.
The four steps are:
1. understanding the problem,
2. devising a plan to solve the problem,
3. implementing the plan, and
4. reflecting on the problem.

5. The Problem-Solving Process:
Students can learn to become better problem
solvers. Polya’s (1957) “How to Solve It” book
presented four phases or areas of problem-solving,
which have become the framework often
recommended for teaching and assessing problem-
solving skills.
The four steps are:
1. understanding the problem,
2. devising a plan to solve the problem,
3. implementing the plan, and
4. reflecting on the problem.
Source: Classroom Cognitive and Metacognitive Strategies for Teachers

6. Step 1
Understanding the Problem
Survey, Question, Read (SQR)
Frayer Vocabulary Model
Mnemonic Devices
Paraphrase
Visualize
Cooperate Learning Groups
Analyze Information
Source: Classroom Cognitive and Metacognitive Strategies for Teachers

7. The first step in the Polya model is to understand the
problem.
Polya suggested that teachers should ask students
questions similar to the ones listed below:
Do you understand all the words used in stating
the problem?
What are you asked to find or show?
Can you restate the problem in your own
words?
Can you think of a picture or a diagram that
might help you understand the problem?
Is there enough information to enable
you to find a solution?
Source: Classroom Cognitive and Metacognitive Strategies for Teachers

8. Survey, Question, Read (SQR)
What is SQR?
The SQR strategy involves expansion and discussion between
teacher and students. These discussions often lead to a better
student understanding of the problem. This strategy was
developed to help students arrive at their own solutions through
rich discussion.
How do I use SQR?
Read the
problem
Paraphrase
in your own
words
Question
Question the purpose
of the problem
-What is being
asked?
-What are you
ultimately trying to
Read
Reread the question
Determine the exact information
you are looking for
Eliminate unnecessary
information
Prepare to devise a plan for
solving the problem

9. Frayer Vocabulary Model
What is the Frayer Vocabulary Model?
The Frayer model is a concept map which enables students
to make relational connections
with vocabulary words.
How do you use it?
1. Identify concept/vocabulary word.
2. Define the word in your own words.
3. List characteristics of the word.
4. List or draw pictures of examples
and non-examples of the word.

10. Mnemonic Devices
What are mnemonic devices?
Mnemonic devices are strategies that students and teachers can create
to help students remember content. They are memory aids in which specific
words are used to remember a concept or a list. The verbal information
promotes recall of unfamiliar information and content (Nagel, Schumaker,
& Deshler, 1986). Letter strategies include acronyms and acrostics (or
sentence mnemonics). For example, “PEMDAS” is commonly used to help
students remember the order of operations in mathematics.
How do you use letter strategy mnemonics?
1. Decide on the idea or ideas that the student needs to remember.
2. Show the student the mnemonic that you want them to use.
3. Explain what each letter stands for.
4. Give the students an opportunity to practice using the mnemonic.

11. Paraphrasing
What is the Paraphrasing Strategy?
The Paraphrasing Strategy is designed to help students restate the math problem
in their own
words, therefore strengthening their comprehension of the problem (Montague,
2005).
How do I use it?
1. Read the problem.
2. Underline or highlight key terms.
3. Restate the problem in your own words.
4. Write a numerical sentence.

12. Example:
Step 1 (Read the problem).
The middle school has 560 lockers available for the beginning of the
school year. They have 729 students starting school. How many lockers
lockers will they be short on the first day of school?
Step 2 (Underline or highlight key terms).
The middle school has 560 lockers available for the beginning of the
school year. They have 729 students starting school. How many lockers
lockers will they be short on the first day of school?
Step 3 (Restate the problem in your own words).
If there are 729 students and only 560 lockers, I need to know how much
much more lockers is needed, therefore:
Step 4 (Write a numerical sentence).
729 - 560 = 169 lockers are still needed.

13. Visualization
What is visualization?
Visualization in mathematics is the practice of creating pictorial
representations of mathematical problems. Students are asked to visualize
and then draw the problem, allowing them to obtain a clearer
understanding of what the problem is asking.
How do I teach visualization?
1. Read the problem.
2. Have the students underline important images in the problem.
3. Ask the students to draw a visual representation of the problem.
4. Write a numerical sentence.
** Be sure the students are drawing a representation of the problem, not
just pictures of the items mentioned in the problem.

15. Step 2
Devising a Plan to Solve the Problem
1. Hypothesizing
2. Estimating
3. Discussing/Sharing Strategies
Guess and Check
Make an Organized List
Look for a Pattern
Eliminate Possibilities
Use Logical Reasoning
Draw a Picture
Use a Formula
4. Work Backwards Explaining the Plan

16. The second step in the Polya model requires that the
learner devise a plan for solving the problem. They should
find the connection between the data and the unknown. By
the end of this step they should have a plan for the solution.
Questions the learner should consider are:
Have you seen the same type of problem in a slightly
different form?
Try to think of a familiar problem having the same or a
similar unknown.
Could the problem be restated differently?
Did you use all the data?

17. Hypothesizing
What is hypothesizing for problem-solving?
When hypothesizing, students are deciding on the best path for solving the
problem. They are deciding on how to set up the problem and which operations
are necessary (Montague, 2005).
1. read the problem,
2. paraphrase the problem, and
3. list the most appropriate methods for solving the problem.
How do you teach hypothesizing?
1. Teachers should model hypothesizing for the students.
2. Students should then work on creating hypothesis in a group.
3. Allow students to practice independently (quizzes, verbal responses, etc.).
Explain criteria for success
Monitor and reinforce appropriate and specified behaviors
Provide task assistance, as needed, to the entire group
Intervene to teach collaborative skills
Provide closure to the lesson

18. Estimating
What is estimating for problem-solving?
When estimating for problem-solving, students try out the
calculations from their hypothesis by rounding up or down to determine a
possible solution to the problem. Some students calculate in their head
while others use paper and pencil (Montague, 2005).
How do you teach your students estimating for problem-solving?
Because some students estimate in their head, while others estimate
on paper, it is probably a good idea to have your students use paper and
pencil at first. This way, you will know who needs more instruction. Have
each member of the groups complete the worksheet for estimating. After
completing the worksheet, ask the students to compare answers with other
members of their group. After comparing answers, they should write
down their final estimate at the bottom of the page.

20. Discuss/Share Strategies
According Polya (1957) there are many logical ways to
solve problems. The skill at choosing an appropriate strategy is
best learned by solving many problems. Students will find
choosing a strategy increasingly easier with practice. Some
possible strategies might include:
guess and check
make an organized
list
eliminate
possibilities
use symmetry
consider special
cases
use direct
reasoning
solve an equation
look for a pattern
draw a picture
solve a simpler
problem
use a model
work backward
use a formula
be ingenious
consider extremes

21. Logical Reasoning
What is logical reasoning?
Logical reasoning is a problem-solving strategy that involves the use of Venn
diagrams or charts to help students use logic to solve a problem.
How do you teach logical reasoning?
Step 1
Students should read the problem and paraphrase if necessary.
Intramural sports allows students to participate in several different sports. 32
children joined in the activities. 19 played soccer and 15 played basketball. How
many children played both sports?
Step 2
Students should ask themselves “what do I know about this problem?” Logic tells
me that at least some children played both sports, while other played only one.

22. Logical Reasoning
Step 3
A Venn diagram would be a logical way to sort this information.
Step 4
Draw the Venn diagram.
Put 19 counters inside the soccer circle and 15 counters inside the basketball
circle.
With only 32 counters, 2 of them must be placed inside both circles.
The answer is 2 children played both sports.

23. Explain the Plan
What is the explanation of the plan?
After the students have reviewed all of the strategies and decided on a plan, they
should write down the plan. This is a good time to have the groups share with the
class. Some groups may have decided on different methods for solving the
problem, and the insight may be helpful to students who were still uncertain of
the plan.
How do you have the students explain their plan?
While there are many ways to have the students share their plan, several ideas
are listed below:
Use chart paper and have the students write it down and hang it around the
classroom.
Allow the groups to come to the board and write/explain their plan.
Ask each group to create a “handout” describing their plan. Use Microsoft
Word or
Publisher.
Allow students to create a brief PowerPoint presentation explaining their plan.

24. Step 3
Implementing a Solution Plan
Experiment with Different Solution
Plans
Allow for Mistakes/Errors
Work Collaboratively
Implement your own solution plan
Check your Answer(s)/Solution(s)

25. Implement Your Own
Solution Plan
After students have decided on a specific plan, they should
follow the steps outlined below.
1. Solve the problem using your plan.
2. Be sure to double check each step.
3. If the plan is not working after a few attempts, try a
different plan.
4. Allow for mistakes (remember the plan may need some
revision).
5. Check your answer.
Allow students to use the following “Implementing a Solution
Guide”.

26. Step 4
Reflecting on the Problem
Reflect on the plan

27. Reflect on the Plan
After students have completed their problem and come up with a
solution they are satisfied with, they should reflect on the problem-
solving process. Much can be gained by taking the time to reflect and
look back at what you have done, what worked and what didn’t. Doing
this will enable you to predict what strategy to use to solve future
problems (Polya, 1957).

28. Questions for reflection:
Can you check the result?
Can you check the argument?
Does your answer make sense? (Can Uncle Fredrick really be –
be –2 years old?)
Did you answer all parts of the question?
What methods worked? What methods failed? What did you
you learn from completing this problem?
Could I have solved this problem another way?
Was there an easier way to solve this problem?
If I encountered a similar problem in the future, how could I
could I better solve it?

30. Advantages
1. Development of long-term knowledge retention
2. Use of diverse instruction types
3. Continuous engagement
4. Development of transferrable skills
5. Improvement of teamwork and interpersonal skills

31. Disadvantages
1. Potentially poorer performance on test (Guido 2016)
2. Student unpreparedness (Immaturity, unfamiliarity, lack of
perquisite knowledge)
3. Role of the instructor (teacher unpreparedness)
4. Time-consuming
5. Demands of implementing
6. Varying Degrees Relevancy and Applicability

32. Reference
Research-Based Strategies for Problem-Solving in Mathematics K-12
Florida Department of Education, Division of Public Schools and
Community Education, Bureau of Exceptional Education and Student
Services. 2010
https://floridarti.usf.edu/resources/format/pdf/Classroom%20Cognitive
%20and%20Metacognitive%20Strategies%20for%20Teachers_Revis
ed_SR_09.08.10.pdf